Teaching Practices in Solving Word Problems Employed by the Mathematics Teachers: Its Implications to Administration and Supervision

Abstract

INTRODUCTION

The researcher deeply expresses her interest in Mathematics especially in solving word problems as her study due to issues she encountered during her teaching from the previous year up to present like pupils having difficulty in understanding the given word problems and the like. The researcher would like to find out the implication of different teaching practices employed by mathematics teachers to administration and supervision. It is then that the researcher wants to determine an effective practice for a proficient outcome.

METHODS

This study employed a descriptive method of research. The foregoing purposes of this study were attained by utilizing this method of research as the researcher use fact-finding instrument, the questions which were so framed as to elicit data and information that the teacher respondents answered honestly and correctly. The response of the teacher respondents to individual questions spelled out in the instrument, surface their attitudes, practices, behaviors, opinions, judgments and perceptions that this study will describe, analyze and interpret in the light of the statement of the problem and hypothesis of the study, hence the appropriateness of the descriptive method of research.

RESULTS

The following conclusions were drawn by the researcher: That the Mathematics teachers are educationally qualified and experienced in teaching the aforementioned subject due to the number of years in teaching and the number of MA units earned. That is teaching practices, teacher respondents very often prepare daily lesson log, use prescribed textbook and sometimes involved mathematics teacher. Often use challenging/tricky questions and very often give exercises in executing the lesson. They evaluate the pupil's activity by means of seat-work and homework. There is no significant relationship between the profile of the teachers and their teaching practices in solving a word problem. The very much serious problem that was encountered by the teacher respondents were recitation and encouraging pupils to respond or react during the lesson. There is no significant relationship between the teaching practices and problems encountered by the Mathematics teacher.

DISCUSSIONS

The results show that the very much serious problem that was encountered by the teacher respondents were recitation and encouraging pupils to respond or react during the lesson and that there is no significant relationship between the profile of the teachers and their teaching practices in solving word problems.